Starry Night
Teacher’s Guide
FOR USE WITH THE STARRY NIGHT EXERCISE BOOK
AND STARRY NIGHT PRO™
SUITABLE FOR ONTARIO GRADE 9 ACADEMIC AND APPLIED COURSES
HERB KOLLER
SNP-3-EB-TG-1
Herb Koller, B.Sc.
The author is an educational consultant with 33 years
teaching experience, including 25 years as a high school
science department head. Mr. Koller earned his B.Sc. at
the University of Waterloo and is an active member of the
AAVSO (American Association of Variable Star
Observers) and the RASC (Royal Astronomical Society).
http://www.aavso.org
http://www.rasc.ca
Feedback
We welcome your feedback at
Exercises@siennasoft.com.
Permission to Copy
Please make copies or edit the materials in this book in
order to better teach astronomy!
All parts of this book may be reproduced by any
mechanical, photographic, or electronic process, stored in
a retrieval system, transmitted and otherwise copied for
the purposes of advancing astronomy education when
used with Starry Night astronomy software.
Any other uses, including reproduction for resale, are
strictly prohibited.
Acknowledgements
Many thanks to Andrew Angus, Michael Goble, Mike
Parkes and Steve Smallwood for "beta-testing" the
Exercise Book, Mark Dykstra for his formatting skills
and Peter Forint and the Sienna team for helping to make
it all happen.
First Edition, Copyright 1999 Sienna Software, Inc.
http://www.siennasoft.com
Table of Contents
Objectives
Getting Started ....................................... 4
Exercise 1: Using Starry Night .................. 4
Exercise 2: The Constellations .................. 5
Exercise 3: The Solar System ................... 5
Exercise 4: Diurnal Motion ....................... 5
Exercise 5: Direct Motion ......................... 5
Exercise 6: Retrograde Motion ................. 6
Exercise 7: Building a Deep Sky Database . 6
APPENDIX: Ontario Grade 9 Science
Curriculum Correlation ............................. 6
Answers
Exercise 1:
Exercise 2:
Exercise 3:
Exercise 4:
Exercise 5:
Exercise 6:
Exercise 7:
Using Starry Night .................. 7
The Constellations .................. 7
The Solar System ................... 8
Diurnal Motion ....................... 9
Direct Motion ....................... 10
Retrograde Motion ............... 10
Building a Deep Sky Database 11
Bibliography
Books ................................................... 13
Magazines ............................................ 13
Objectives
Welcome to the Starry Night Grade 9 teachers
curriculum resource. This resource consists of three
parts: the Student Exercise Book, Starry Night Prepared
Files and this Teachers Guide.
The Student Exercise Book and the Teachers Guide are
in Adobe PDF format and the Prepared files are files
recognized by Starry Night Pro.
Getting Started
1
Load Starry Night Pro on as many computers as your
licence permits following the instructions supplied
with the software.
2
The first time you run the software, it will ask you to
set a location. If your city or town is not listed,
choosing a nearby listed city will usually be
sufficient. Or you can enter the latitude and
longitude of your location if known. Make sure you
also check the correct time zone.
3
The Starry Night Prepared Files should be placed in a
convenient place -- the desktop or the Starry Night
Pro folder are possible choices.
4
Make a backup copy of the Starry Night Prepared
Files in case students make and save changes.
Exercise 1: Using Starry Night
Objective:
To practice using the time controls.
Objectives
Time Required:
15 - 20 minutes
1
The Sun file models the solar eclipse of July 11, 1991
as seen from South America. Students could find the
actual location on an atlas by using the latitude and
longitude given on the Tool Palette under Location.
2
When analyzing the orbit of Halley’s comet, don’t
worry about getting exact dates. The
simulation does not take into account planetary
perturbations and the resulting orbit is only
approximately correct. Nevertheless, the students
should be able to make relatively decent predictions
for the return of Halley’s comet.
3
The Extension questions can lead to a group or class
assignment or discussion on the various solar system
models.
Notes
1
2
A lot of the work in these exercises involves the use
of the time controls. It is therefore critical that you
and the students know how to use them. Exercise 1
should give sufficient instructions but it is a wise
idea to check the users manual supplied with the
software as well. Make sure students know the
difference between a single step and continuous flow
of time.
It is always a good idea to close files when they are
no longer needed. If given the option, students
should always choose Don’t Save when closing these
files. (But you do have backup copies of the prepared
files — don’t you?)
Exercise 2: The Constellations
Objectives:
1
To learn some constellation names
2
To be able to find Polaris
Time Required:
20 to 30 minutes
Exercise 4: Diurnal Motion
To “discover” the westward motion caused
by the rotation of the earth.
Objective:
Time Required:
Notes
1
Along with Exercise 5 and 6, this exercise allows
Starry Night to “shine”. (sorry!) Observations which
require days, months or even years can be completed
in minutes and any difficult parts can be viewed over
again.
2
Encourage students to describe motions using
cardinal directions rather than “left” or
“right”.
3
You can pass along this neat trick – turn off daylight
(Display>Daylight) to see stars all day long!
4
If you wish to try question 2 of the Extensions,
change location to the north pole by clicking on the
latitude (e.g. 44N) shown in the Control Panel and
enter 90. Enter 0 to quickly get to the equator.
Notes
1
2
A small project might be to come up with a more
imaginative outline for Orion. This could become a
class contest!
Extensions are presented here for the first time.
These questions and activities are optional (at your
discretion) but they do allow faster students to work
ahead and can serve as homework or project
assignments.
Exercise 3: The Solar System
30 - 40 minutes
Objectives:
1
To introduce various objects in the solar system.
Exercise 5: Direct Motion
2
To make predictions based on orbital information.
Objective:
Time Required: 30 - 40 minutes
Notes
To show that the sun and planets move
against the background of the stars.
Time Required:
25 - 35 minutes
5
Objectives
Notes
1
2
4
Students may notice that using the file Solar Motion,
some (unmarked) planets tend to wander back and
forth. Refer any questions about this odd behaviour
to the next exercise.
Students may need help to change the parameters on
the Time Palette from 1 sidereal day to 5 days.
Exercise 6: Retrograde Motion
Objective: To illustrate the apparent backward motion of
planets as seen from earth.
Time Required:
20 - 30 minutes
The Internet resources given at the end of the
exercise are a rich source of information on all
aspects of astronomy. Check them out.
APPENDIX: Ontario Grade 9 Science
Curriculum Correlation
The Starry Night Exercises will satisfy part or all of the
listed expectations.
Exercise
Academic
Applied
1: Using Starry Night
ESV.02
ESV.02
2: The Constellations
ES1.01
ES1.01,
ES3.02
3: The Solar System
ES1.01,
ES 1.03,
ES2.09
ES1.01,
ES1.03,
ES2.05
4: Diurnal Motion
5: Direct Motion
6: Retrograde Motion
ES1.01
ES2.01
ES2.05
ES1.01
ES2.08
7: Deep Sky Database
ES2.05,
ES2.07
ES2.05,
ES2.06
Notes
1
Make sure Exercises 4 and 5 have been completed
before trying this one.
2
By now students should have no difficulty
manipulating the time controls to move Mars back
and forth along its displayed track. Don’t worry if
part of the track is erased; it will be redrawn when
required.
3
The file retro2 shows a top-down view of the inner
solar system. The orbits of Mercury, Venus, Earth
and Mars and the asteroid Vesta are shown. The main
concern here is that students understand that the
retrograde motion seen from Earth is caused by
one planet (i.e. the Earth) passing another.
Exercise 7: Building a Deep Sky Database
Objectives:
1
To gather information in a database.
2
To introduce some of the best deep sky objects
visible from earth.
Time Required:
3
25 - 35 minutes
The results of this exercise can be recorded in a
computerized database manager and then sorted to
help answer the questions.
6
Answers
The following are suggested answers or answers that a
student might supply. Please note that other valid
answers are possible.
Exercise 1: Using Starry Night
3. Try It Out
a)
Stars and Constellations have shifted from SE to SW
and time has advanced by 3 minutes.
b)
Stars and constellations remain in same relative
place. Sun and object near top move a bit.
c)
Stars and constellations shift westward.
d)
When a sidereal day has elapsed, stars are in the same
relative place, but after a solar day, they move
slightly westward.
4. Using Prepared Files
a)
Date - 3/26/1997 or 26 March 1997; Time - 2:16 am
Exercise 2: The Constellations
1. Ursa Major and Ursa Minor
d)
The constellations seem to be moving
counterclockwise around Polaris.
8
Starry Night Exercise Book: Teacher’s Guide
e)
Some circumpolar constellations are Cepheus,
Draco, Cassiopeia as well as Ursa Major and Ursa
Minor.
6. Summary
a)
Some constellations cannot be seen in the summer
because:
• they are in a different part of the sky
2. Orion
• daylight interferes.
b)
7. Extensions
a)
All constellations visible are circumpolar as seen
from the poles.
b)
All constellations rise and set at the equator.
c)
See various references.
Exercise 3: The Solar System
3. Winter Constellations
a)
Canis Major – the great dog
Canis Minor – the little dog
Monoceros – the unicorn
Taurus – the bull
Eridanus – the river
Lepus – the hare
4. Spring Constellations
a)
Virgo – the maiden
Leo – the lion
Cancer – the crab
Corvus – the raven
Crater – the cup
Hydra – the sea serpent
Libra – the scales
Coma Berenices – Berenice’s hair
1. The Sun
a)
The sun provides light, energy for plants to grow and
keeps the planets in their orbits.
b)
A solar eclipse is taking place. With the sun covered
no light reaches the earth.
2. Other Members of the Solar System
a)
The four inner planets are Mercury, Venus, Earth
and Mars. Completing the list are Jupiter, Saturn,
Uranus, Neptune and Pluto.
b)
The orbits of the planets appear to be circular more
or less centred on the sun.
c)
The earth appears to be closest to the sun on Jan 4.
Some people find this surprising because they
expect the earth to be closest to the sun in the
summer.
d)
Vesta’s orbit seems similar to a planet’s orbit.
e)
Halley appears to be a comet because it has a tail
like a comet.
5. The Stars of Northern Summers
a)
Aquila – the eagle
Sagittarius – the archer
Scorpius – the scorpion
Ophiuchus – the serpent bearer
Serpens Caput and Serpens Cauda – the head and
tail of the snake
Answers
f)
The orbit of Halley’s comet is much more elongated
than a planetary orbit but Halley’s comet also
revolves about the sun.
2. Good Morning!
a)
The constellations rise from the eastern horizon and
move up and towards SE. The sky is getting brighter
because it’s almost daytime.
b)
Yes, Venus shares the motion of the constellations.
c)
The sun is just about to rise near the SE.
3. Orbits
a)
b)
The planets are moving counterclockwise around the
sun. The closer a planet is to the sun the faster it
moves.
Vesta moves just like the planets.Its speed is slower
than Mars.
4. The Orbit of a Comet
3. Moving On
a)
The sun rises near SE and moves up and towards the
south (the “right”).
b)
The sun and the stars all move in an arc from east to
west.
a)
Halley’s comet appears near the sun in Jan 1758.
b)
The comet should reappear between 1833 and 1834.
c)
The sun and stars sink towards the western horizon.
c)
Using a period of about 76 yrs, comet Halley should
appear in 2062.
d)
Jupiter is located in the upper left in the constellation
Pisces.
d)
Comet Halley moves much faster when it is near the
sun because the sun exerts a greater force on it.
e)
Jupiter, like the stars moves towards the western
horizon.
5. Extensions
a)
Heliocentric means sun-centered.
b)
Geocentric models had the earth at the centre.
c)
Today we believe in the heliocentric model. The sun
is the most massive member of the solar system and
thus all objects less massive revolve around it.
Exercise 4: Diurnal Motion
1. Looking Around
a)
Ophiuchus is near the eastern horizon.
b)
The bright object in Libra is the planet Venus.
4. What about the Moon?
a)
Yes, the moon appears to move with the stars from
east to west.
5. Summary
a)
Diurnal motion is the daily motion of celestial
objects from east to west.
6. Extensions
a)
Yes, the stars appear to rise in the east and set in the
west.
b)
Diurnal motion appears to change with location. At
the equator the stars rise straight up from the eastern
horizon and set vertically towards the western
horizon. Near the poles, the diurnal motion is almost
horizontal.
9
10
Starry Night Exercise Book: Teacher’s Guide
Exercise 5: Direct Motion
Exercise 6: Retrograde Motion
1. The Moving Sun
1. Mars in Motion
a)
The stars forming Leo are much further away than
the sun.
b)
The sun appeared to move from W to SW (this is an
easterly direction).
c)
The earth has completed one rotation relative to the
stars.
d)
24 hours minus 3 minutes and 56 seconds or about
23 h 56 m.
e)
The sun should “visit” Virgo next.
a)
The moon passes Mars.
b)
Mars moves eastward against the background of the
stars.
c)
The sun passes through the following 13
constellations: Leo, Virgo, Libra,
Scorpius, Ophiuchus, Sagittarius, Capricornus,
Aquarius, Pisces, Aries, Taurus,
Gemini and Cancer.
f & g)
h)
All but Ophiuchus are constellations of the zodiac.
2. The Eastward Motion of the Moon
a)
b)
The moon also moves eastward among the stars but
at a much greater speed.
Mars begins retrograde loop about 3/18 and
commences eastward motion about 6/4.
f)
Mars passes Spica near the beginning of June 1999.
2. What causes Retrograde Motion
a)
Various student answers are possible at this stage.
b)
Earth is moving a little faster and, being on the
“inside track”, passes Mars during this time interval.
c)
Mars continues moving in the same direction
(counterclockwise) and never moves
backwards.
The moon follows the ecliptic quite closely but does
move slightly below or above.
3. Summary
a)
d)
The direct motion of the sun is caused by the earth’s
revolution about the sun. Direct motion of the moon
is caused by its revolution around the Earth.
4. Extensions
a)
The earth requires an extra 4 minutes to catch up to
the sun which has “moved” along the ecliptic.
b)
The phases are new moon, first quarter, full moon
and last quarter.
3. Summary
a)
Retrograde motion appears to be caused when Earth
passes Mars.
Answers
Exercise 7: Building a Deep Sky Database
1. The Messier Catalog
Students should be aware that the term light year is a
distance and not a time measurement.
2. Database of Deep Sky Objects
No.
Type of Object
Name or Description of Object
Distance {l.y.}
In Constellation
M1
supernova
remnant
Crab nebula
6 000
Taurus
M2
globular cluster
round mass of stars
50 000
Aquarius
M6
open cluster
Butterfly cluster
2 000
Scorpius
M8
cluster with
nebula
Lagoon nebula
6 500
Sagittarius
M11
open cluster
Wild duck cluster
6 000
Scutum
M13
globular
cluster
Hercules cluster
25 000
Hercules
M17
cluster with
nebula
Omega nebula
5 000
Sagittarius
M20
cluster with
nebula
Trifid nebula
2 200
Sagittarius
M27
planetary nebula
Dumbbell nebula
1 250
Vulpecula
M31
galaxy
Andromeda galaxy
2 200 000
Andromeda
M42
diffuse nebula
Orion nebula
1 600
Orion
M44
open cluster
Beehive cluster
500
Cancer
M45
open cluster
Pleiades
400
Taurus
M57
planetary nebula
Ring nebula
4 100
Lyra
M81
galaxy
Bode’s galaxy
7 000 000
Ursa Major
11
12
Starry Night Exercise Book: Teacher’s Guide
3. Using the Database
a)
Galaxies seem to be the farthest away from earth.
b)
They are all composed of a huge number of stars.
c)
Star clusters are often associated with nebulas.
d)
At a distance of over 2 million light years, an object
must be huge to be visible to the naked eye.
e)
A lot of nebulas are associated with star clusters.
The stars in these clusters should be very young.
Bibliography
Here is a short list of print resources which may be of use.
Books
Dickinson, Terence. NightWatch , 3rd Ed. Willowdale, ON: Firefly Books Ltd. 1998.
A superb introduction to observational astronomy. Highly recommended.
Levy, David H. The Sky: A User’s Guide. Cambridge: Cambridge University Press
1991.
An introduction to observational astronomy by a world-famous amateur astronomer.
Motz, Lloyd and Nathanson, Carol. The Constellations. New York: Doubleday 1988.
This book explores the history, mythology and science of astronomy by examining
the constellations for each season.
Yeomans, Donald. Comets. New York: John Wiley & Sons 1991.
A thorough history of the observation, myth and folklore of comets. Especially useful
is a table showing all comet Halley orbital elements from 466 BC to 2134 AD.
Magazines
SkyNews. National Museum of Science & Technology Corp., Box 9724, Station T,
Ottawa, Ontario, K1G 5A3.
A Canadian astronomy magazine published six times a year with feature articles,
observing information, a great star map and beautiful photographs. Highly
recommended for the beginner.
Sky and Telescope. 49 Bay State Road, Cambridge, MA, 02138.
A more advanced, but excellent monthly magazine on astronomy with extensive
feature articles and observing information.